Abstract
The data reported here were obtained as part of a large 3-year study to assay the curricular offerings and related instructional matters available for high school youth with disabilities. Data were gathered from general and special education teachers, special education administrators, principals, counselors, paraeducators, pupils with and without disabilities, and their parents. The youth attended five representative public schools and one private school in Washington State. This study focuses only on data obtained from the youth. We interviewed 54 and surveyed 231 youth with disabilities and studied the class schedules of 345 others. We also interviewed 3 and surveyed 10 students without disabilities who served as peer tutors in one school. Data from all those sources were summarized in the form of 10 research questions. Two major themes that emerged from this study are discussed. Moreover, we include a list of recommendations for teachers and parents who serve youth with disabilities.
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